The psychology of education

목차 (Table of Contents)

• CONTENTS
• List of figures = ⅶ
• List of tables = ⅹ
• Preface = xi
• Acknowledgements = xiii
• Acknowledgements of copyright material = xiv
• 1 Introduction
• Why do we need psychology? = 1
• What is educational psychology? = 2
• The evidence from psychology = 7
• Summary = 9
• Key implications = 9
• 2 Learning
• Basic principles of learning = 10
• Theories of learning = 12
• Cognitive processes and learning = 17
• Memory = 18
• Integrated views of learning = 29
• Cognitive development and learning = 30
• Optimising learning = 39
• Connectionism = 41
• The promise of information and communications technology = 43
• Summary = 44
• Key implications = 45
• 3 Assessment
• Why assess? = 46
• What can we assess? = 47
• Functions of assessment = 49
• Types of tests = 53
• Test content and structure = 55
• Intelligence testing = 60
• Other forms of assessment = 64
• National Curriculum Assessments = 67
• Summary = 74
• Key implications = 74
• 4 Individual differences and achievement
• The importance of differences = 76
• Intelligence = 77
• Home background = 80
• Gifted children = 85
• Creativity = 88
• Thinking skills = 91
• Cognitive style = 97
• Personality = 99
• Summary = 101
• Key implications = 102
• 5 Involving students
• Motivation = 104
• Attributional processes = 121
• Task involvement and cognitive development = 123
• Teacher expectations = 126
• Summary = 128
• Key implications = 129
• 6 The educational context
• The importance of context = 131
• School effectiveness = 131
• The physical environment = 137
• Organisation of pupils and teaching = 141
• Teaching effects = 147
• Summary = 158
• Key implications = 159
• 7 Society and culture
• Society = 161
• social psychology = 163
• The functions of education = 166
• Social disadvantage = 167
• Gender = 171
• Ethnicity = 178
• Summary = 185
• Key implications = 186
• 8 Language
• The importance of language = 188
• What is language? = 188
• The development of language = 195
• Characteristics of language development = 198
• Language and thought = 201
• Educational implications of language development = 205
• Speech and language problems = 208
• Summary = 212
• Key implications = 213
• 9 Literacy
• What is literacy? = 215
• Reading development = 216
• Reading subskills = 221
• Teaching reading = 224
• Literacy tests = 226
• Readability assessment = 228
• Problems with literacy = 231
• Literacy and language = 236
• Summary = 242
• Key implications = 243
• 10 Behavioural problems
• What are behavioural problems? = 244
• Background and causes of educational and behavioural difficulties = 247
• Categories of emotional and behavioural difficulties = 264
• Summary = 269
• Key implications = 270
• 11 Dealing with behaviour problems
• Behaviour support = 272
• Behavioural approaches to problem behaviour = 273
• Other techniques for managing behaviour = 279
• Medical approaches to problem behaviour = 283
• Educational psychologists and behaviour problems = 285
• Specific problems = 286
• School-based behaviour programmes = 294
• Special needs provision for behaviour problems = 295
• Summary = 297
• Key implications = 298
• 12 Special educational needs
• What are special needs? = 299
• Concepts of special educational needs = 300
• Categories of special needs = 304
• The process of special education = 311
• Special needs support = 316
• Summary = 324
• Key implications = 324
• Appendix Ⅰ : Statistics = 326
• Appendix Ⅱ : Comments on practical scenarios = 331
• References = 336
• Index = 365